STEM Education Research Articles

Game on for Climate Action: Big Game Delivers Engaging STEM Learning

A decline in European students’ interest in STEM subjects, exacerbated by the COVID-19 pandemic’s disruption of education, has raised concerns about the continent’s future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven digital game approach designed to engage secondary students in collaborative environmental problem-solving. Implemented across Romania, Italy, Estonia, and Finland, this six-month study employed a mixed-methods design involving 62 teachers and 239 students in ten distinct game missions focused on environmental challenges. The quantitative results indicated significant improvements in students’ transversal skills (teamwork, communication, and critical thinking), as reported by over 75% of teachers. The qualitative data emphasised the value of structured peer review in developing students’ reflective practices. This research underscores the importance of teacher facilitation in game-based learning and problem-based simulations and highlights the potential of such methodologies to boost student engagement and environmental awareness. These findings suggest that the BIG GAME project approach could be a valuable tool for revitalising STEM education and cultivating future-ready citizens.

Second-Career Academics and the Influence of ‘Professionalism’ in Higher Education: A Phenomenographic Study in STEM

This article examines the phenomenon whereby ‘professionalism’ is used as a concept in higher education (HE), specifically regarding HE’s relationships with professions in science, technology, engineering and mathematics (STEM). We examine the implications for human development arising from the influence of professionalism in HE, presenting the qualitative interpretations of second-career academics, a term we use to describe university teaching staff recruited for their prior industrial experience in STEM professions. Using a phenomenographic approach, we examine the conception of second-career academics and how professionalism influences educational policy and practice in HE. We present four successively inclusive conceptions of experiences, with professionalism expressed as making normative judgements of students’ interactions and behaviours, negotiating those interactions and behaviours with students, critiquing the professional applicability of curricula and activities, and changing those curricula and activities to suit the needs of STEM professions. These conceptions expose challenges related to policy and practice and the roles undertaken by second-career academics, including their enculturation of students into the normative expectations of STEM professions, their influence on the apparent correspondence between HE and work in STEM, and their marketing of STEM professions inside HE.

Advancing STEM education and research through preparing students with special interest in mathematics and science

This paper reports on the teaching of integrated STEM disciplines at the officially best school for creative and talented students of the Russian Federation. The paper shares how the success of this integration and the advancement of STEM education and research within the school is due to historical, cultural, and national practices of fostering creativity and giftedness at the pre-college level. Signature pedagogy of using concrete problems as a motivation for the study of abstract ideas is discussed. The merit of using traditional skills in mathematics in the digital era is demonstrated in the integrated context of entrance examination to the school and the modern-day digital technology. Several examples of research-oriented projects completed by the students at the school are presented.

Web metrics and key performance indices of the Villagemath instructional content repository

This study presents the outcomes of common web metrics and key performance indices of VillageMath, an online culture-based Instructional Content Repository for STEM learners and teachers. The study adopts a developmental research design. The developed intervention is accessible at (https://villagemath.net). Data collection on common web metrics and key performance indices (KPIs) was handled using standard web performance assessment tools such as WP Statistics, Pingdom Tools, Google PageSpeed Insights, GTmetrix, and WebPage Test. The metric platforms were chosen based on their industry standing, ease of use, and the wide range of KPIs that they measure. The metrics provide a median run performance result accounting for Time to First Byte (when did the content start downloading?), Start Render (when did pixels start to appear?), Speed Index (how soon did the page look usable?), Cumulative Layout Shift (how much did the design shift while loading?), Page Weight (how many bytes downloaded?), speed (from 7 different locations on five continents strategically placed around the globe), total page size, and suggestions for improvement. The data collected was analysed using descriptive statistics such as tables, charts, and averages. The analysis of results obtained from the web performance assessment tools indicated that the web-based VillageMath Repository appeals to a wide range of highly engaged users. Key performance indicators such as speed index, page size, and last painted hero for the VillageMath Instructional Content Repository were above industry averages and affirmed that the platform is robust, elegantly designed, and fast.

The Effectiveness of STEM Education Programs on Enhancing Critical Thinking Skills Among High School Students in Malaysia

In the 21st century, critical thinking has become an essential skill, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). This study investigates the effectiveness of STEM education programs in enhancing critical thinking skills among high school students in Malaysia. Using a quasi-experimental design, the research compares the critical thinking abilities of students enrolled in STEM programs with those in non-STEM tracks. The analysis, which includes both ANCOVA and propensity score matching, reveals that students in STEM programs significantly outperform their non-STEM peers in critical thinking assessments. These findings suggest that STEM education, when implemented with active and inquiry-based learning strategies, can play a crucial role in developing the cognitive skills necessary for success in the modern world. The study’s results have important implications for educational practices and policies in Malaysia, advocating for the continued investment in and refinement of STEM curricula

Graduate Student Resilience: Exploring Influential Success Factors in U.S. Graduate Education through Survey Analysis

Graduate education holds the potential to stimulate personal growth in individuals that leads to economically viable career opportunities. First-generation college students, underrepresented minorities (URM), and females often face unique obstacles that can undermine their progress in graduate programs. These obstacles may be more pervasive in fields where these students have lower enrollment, such as STEM graduate programs. The Graduate Student Success Survey+ (GSSS+) was broadly distributed to a national population of graduate students in the United States, with a particular focus on seeking the participation of students from universities that serve first-generation, URM, and female graduate students, capturing both STEM and non-STEM programs. Exploratory and confirmatory factor analyses were used to test the survey’s validity and reliability, with 648 participants from 23 universities. A 7-factor, 40-item model was determined with the following subscales: mentor support, imposter phenomenon, financial support, microaggressions (race and gender), access and opportunity, resilience, and peer support. Item analysis revealed differences in students’ perceptions of their graduate school experiences based on gender identity, racial and ethnic groups, residency status, enrollment type, program type, and program area. Findings lead to recommendations related to financial support, mental health counseling, and access and opportunity, to enhance graduate student success.

Expansive learning in the learning assistant model: how instructors’ goals lead to differences in implementation and development of LAs’ practices

BackgroundThe learning assistant (LA) model supports student success in undergraduate science courses; however, variation in outcomes has led to a call for more work investigating how the LA model is implemented. In this research, we used cultural historical activity theory (CHAT) to characterize how three different instructors set up LA-facilitated classrooms and how LAs’ understanding and development of their practices was shaped by the classroom activity. CHAT is a sociocultural framework that provides a structured approach to studying complex activity systems directed toward specific objects. It conceptualizes change within these systems as expansive learning, in which experiencing a contradiction leads to internalization and critical self-reflection, and then externalization and a search for solutions and change.ResultsThrough analyzing two semi-structured retrospective interviews from three professors and eleven LAs, we found that how the LA model was implemented differed based on STEM instructors’ pedagogical practices and goals. Each instructor leveraged LA-facilitated interactions to further learning and tasked LAs with emotionally supporting students to grapple with content and confusions in a safe environment; however, all three had different rules and divisions of labor that were influenced by their perspectives on learning and their objects for the class. For LAs, we found that they had multiple, sometimes conflicting, motives that can be described as either practical, what they described as their day-to-day job, or sense-making, how they made sense of the reason for their work. How these motives were integrated/separated or aligned/misaligned with the collective course object influenced LAs’ learning in practice through either a mechanism of consonance or contradiction. We found that each LA developed unique practices that reciprocally shaped and were shaped by the activity system in which they worked.ConclusionsThis study helps bridge the bodies of research that focus on outcomes from the LA model and LA learning and development by describing how LA learning mechanisms are shaped by their context. We also show that variation in the LA model can be described both by classroom objects and by LAs’ development in dialogue with those objects. This work can be used to start to develop a deeper understanding of how students, instructors, and LAs experience the LA model.

The Influence of Historically Marginalized Undergraduate Students’ Perceptions of STEM on their Academic and Career Choices

Research has shown that university students approach STEM fields with preconceived notions that has the ability to influence their future STEM trajectories. Several scholarly investigations have explored pedagogical methodologies that not only recognize but actively validate the varied proficiencies that these pupils possess. This nested mixed methods study contributes to this work. Data sources included a survey, a card sorting activity, and student written reflections. By employing a thematic data analysis framework, the results indicated that students held the following perceptions of STEM: (1) STEM is task-oriented; (2) STEM is bound together by external ties; and (3) STEM is both optimistic and cognizant of the journey ahead. These results highlight the correlation between the perceptions and experiences of marginalized students in STEM. The study's implications suggest that to address the obstacles presented by external factors that hinder the acknowledgment of underrepresented students in STEM fields, policymakers, and academic institutions should take proactive steps to establish mitigation strategies.

Bridging the Digital Divide: Fostering STEM Education for Digital Economy Leadership

As BRICS countries strive to build a digital economy, these nations must prepare their populous for the ‘future of work.’ Digital economies tend to create middle to high-skilled jobs. This is problematic as many workers are trapped in low-skill occupations and lack the expertise to participate in a digital economy adequately. A digital economy requires a population that is literate in Science, Technology, Engineering, and mathematics (STEM). While BRICS has made progress in educating their populous in these fields, they still have a long way to go. More STEM graduates (especially women) must be produced to maintain and create a digital economy. This policy brief maps out strategies for BRICS countries to increase STEM participation.

Mobile Augmented Reality Framework in STEM Education: A Systematic Literature Review

Mobile Augmented Reality Framework in STEM Education: A Systematic Literature Review

Optimizing Human–AI Collaboration in Chemistry: A Case Study on Enhancing Generative AI Responses through Prompt Engineering

“Are we asking the right questions?” seems cliché, but for ChatGPT, it is a pivotal tool to ensure the accuracy of responses. While ChatGPT-3.5’s training on the vast database promises to revolutionize STEM education and research, this investigation shows the importance of precise communication and prompt engineering in guiding ChatGPT-3.5 toward reliable and accurate responses, particularly in chemistry. For instance, emphasizing context, clearly defining symbols, and focusing on field-specific instructions can dramatically improve its performance. Furthermore, avoiding open-ended prompts and strategically using repetition can further enhance its accuracy. The iterative prompt design, demonstrated through a series of adjustments, illustrates how seemingly minor refinements, such as substituting “least” for “lowest”, profoundly impact the output. This study highlights the essential role of human oversight, including the construction of well-crafted prompts, in guarding reliable information and nurturing a productive “Human–AI” (HAI) partnership.

Investigating students’ perceptions of STEM education in private elementary schools in Abu Dhabi

ABSTRACT Background STEM education is recognized as an essential approach for preparing learners to navigate the ongoing technological revolution shaping the world. Acknowledging the critical role of early childhood in cognitive development, STEM education is advocated for implementation from the early years. Method The researcher conducted an empirical study employing a quantitative design to investigate students’ perceptions of STEM education in Abu Dhabi’s private elementary schools. Specifically, the study aims to examine the relationship between students’ perceptions of STEM education and demographic variables, including age, grade level, and gender. A total of 100 students participated in the study by completing a student questionnaire. Findings Data analysis revealed that elementary students across different age groups, grade levels, and genders hold positive perceptions of STEM education and express interest in pursuing STEM careers. Notably, male elementary students exhibited a more favorable perception of STEM education compared to their female counterparts. However, neither grade level nor age group emerged as significant contributors to students’ perceptions of STEM education or their interest in STEM careers among elementary schoolers. Contribution The study’s findings contribute to our understanding of students’ perceptions of STEM education in private elementary schools in Abu Dhabi. Additionally, the study sheds light on significant differences in students’ perspectives concerning demographic variables, thereby informing future research and educational practices.

The Flipped Classroom and Electrochemical Education

The use of flipped classrooms in STEM education has been demonstrated to be a powerful learning technique for students. Faculty have been given freedom to experiment with different ways that that classroom content can be delivered to students. The ability to use pre-recorded videos that students engage with before lecture followed by time in class working on problems and answering questions allows students to deepen their understanding of the content. In this presentation examples of electrochemistry taught through flipped classroom will be presented as well as how cyclic voltammetry and other electrochemical techniques are taught in the lab.

Promoting the cultivation and sustainability of mentoring ecosystems: results from a multi-institutional study

ABSTRACT Although mentoring interventions have helped to advance diversity, equity, and inclusion (DEI) goals within STEM fields, even the most efficacious programs can be undermined without intentional cultivation of the broader mentoring ecosystem. This study examines participants from eight campus teams that engaged in a multi-session process of learning about a STEM-mentoring ecosystem (STEM-ME) framework, learning particular terminology, including ‘champions’ and ‘stewards’ within the system (i.e. who is advocating for and resourcing mentoring, respectively), and tools to inventory, map and analyze their mentoring ecosystem. Qualitative research, guided by interpretive phenomenological analysis, focused on (a) completed inventory tools, (b) visual mapping exercises, and (c) field notes from meeting sessions. The results indicate that the STEM-ME framework and new terminology facilitated important insights into possible synergies within the system. The opportunity to visualize an institutional ecosystem for concentrations of and gaps in activity helped to identify potential vulnerabilities and places to invest.

Literature Review in Educational Leadership, Policy, and Law within STEM Education

Literature Review in Educational Leadership, Policy, and Law within STEM Education

Connecting Compassion: Empathy's Role in STEM and Literacy Integration

AbstractEmpathy, an unsung, yet critical element of learning, can be strategically interlaced with literacy instruction and engineering design to create a rich and authentic learning experience for students. Integrated STEM education rests on the promise of engaging students and providing deep understandings through the intentional practice of delivering science and math content through the application of technology and engineering skills. Using children's literature to activate empathy and design thinking can help students become better problem‐solvers, critical thinkers, and caring members of society. Empathy facilitates a deeper connection to the human experience, ensuring that solutions not only meet the design requirements, but also address the emotions and concerns of the end user. Building upon story grammar, students can understand the needs of characters in narratives and create empathetic solutions to the challenges that characters in a book may face, ultimately helping students develop confidence and embrace their future possibilities.

“I just want to annoy him now and say, look, I can do STEM too!”: a qualitative investigation into the attitudes and engagement of female students in STEM education in Ireland

ABSTRACT Women are underrepresented in STEM (Science, Technology, Engineering and Maths); with further stratification existing for those from low socio-economic backgrounds. Understanding the reasons for this is essential to progress towards equality in STEM fields. This paper takes the perspective of such marginalized groups and explores their beliefs about STEM within a school-based system, for the purposes of this study a focus has been placed on gender and socio-economic status. Focus groups were conducted with 18 female participants attending Irish secondary schools. The results provide insight into the challenges faced when pursuing STEM; additionally, the motivating and inhibiting factors are reported. Results reveal how social and academic barriers prevent young women from progressing in STEM, highlighting how intersectional layers of disadvantage limit equal access in STEM education. Such findings can inform the development of policies to help students access STEM-education, especially those attending schools characterized by higher concentrations of students from low-socio-economic backgrounds.

Exploring the Effects of Video-based Multimedia instructional strategies on students’ performance in Astrophysics in Rwandan Secondary School

Now, more than ever before, innovative teaching methodology in STEM education has been a matter of concern. Previous research abounds settling the importance of technology-based methodology in STEM education. This study seeks to explore the effects of video-based multimedia (VBM) on students’ performance in astrophysics in certain scientific schools in Rwanda. The current study presents the findings of a quasi-experiment non-equivalent control group carried out from eight scientific schools where 294 students in science combination with physics as a major subject were purposively selected. Pre-test and post-test were used to collect data using an astrophysics achievement test (AAT) with a Cornbanch Alpha of 0.87. The results of the study showed the widespread effects of VBM in enhancing the students’ performance in astrophysics. The results show that also girls did marginally well compared to boys, however, special attention is needed in rural-based schools. The findings of this study offer a suggestion on the essential to integrate VBM in teaching physics.

Self-Regulated Learning in STEM Education: A Bibliometric Mapping Analysis of Research Using Scopus Database

Considering SRL is one of the key aspects that determines an individual's success in STEM learning, knowing the development of research related to this topic is crucial. This research aims to conduct a bibliometric mapping analysis of research published in Scopus-indexed journals from 2013 to 2023. The search yielded 1683 publications, which generally showed an increasing trend. The analysis results showed the distribution of publications based on document type, year of publication, and geographical area. Then, the co-authorship analysis results showed publication collaboration among countries and among authors. In addition, the citation analysis results provided information on the most influential authors, journals, and publications. In relation to the co-occurrence analysis results, the most popular research focuses were the relationship between SRL and "e-learning" and "engineering education". The topics that are quite popular are related to "mathematics", and those that are less popular are related to the terms "stem (science, technology, engineering and mathematics)" or "stem" and "science" or "science education". Regarding trending topics, several keywords that have been popular recently are "covid-19", "online learning", "major clinical study", "technology", "human experiment", "student learning", and "academic achievement". Several recommendations are also provided based on the findings and limitations of this research.

“What’s Math Got to Do with It?” Emphasizing Math as an Impediment to STEM Excellence for Black Students

Drawing on Martin’s Multilevel Framework for Analyzing Mathematics Socialization and Identity Among African Americans this study explores the mechanisms that influence Black students’ decision-making processes related to math course taking in high school. Three years of student transcript data for 1561 Black seniors in a Southern California school district were analyzed using descriptive statistics and logistic regression analyses in STATA. The findings reveal factors that impact students’ ability and desire to complete a fourth year of math in high school, interconnected with institutional, structural, identity, and parental factors. One such finding is that accelerated 8th-grade math placement significantly increases the likelihood that a student would enroll in upper-level math coursework, such as “Beyond IM3” courses in high school. The researcher also investigated the influence of the concentration of Black math teachers in a school on the likelihood of a Black student enrolling in a Beyond IM3 math course. The results of this study contribute to an understanding of the limited racial diversity in STEM fields, highlighting the role of math as a major deterrent for Black students’ interest and persistence in STEM. The findings suggest the need for policy and curriculum changes to promote equitable access to advanced math coursework for Black students, especially in the 8th grade. This study also emphasizes the need to address the structural and institutional factors that influence Black students’ decision-making processes related to math course taking in high school.